1 BERLIN DECEMBER WORKSHOP 2005 The Implementation of the Common European Framework of Reference at Higher Education Level Freie Universität Berlin, 9-10.

Similar presentations

Presentation on theme: "1 BERLIN DECEMBER WORKSHOP 2005 The Implementation of the Common European Framework of Reference at Higher Education Level Freie Universität Berlin, 9-10."— Presentation transcript:

1
1 BERLIN DECEMBER WORKSHOP 2005 The Implementation of the Common European Framework of Reference at Higher Education Level Freie Universität Berlin, 9-10 December 2005 _____________________ The introduction of the Bologna structure as an opportunity for innovation Wolfgang Mackiewicz Freie Universität Berlin / CEL/ELC

2
2 Bologna signals not only a change in course structure, but also a change in paradigm  from input to output  from content to learning outcomes  from knowledge to skills and competences  from teacher to learner  from individual courses and contact hours per week / semester to modules and credit points

3
3 Frequently observed misunderstading  Bologna = BaMa-structure  purely a matter of structure  in this country, attempts to design new BA programmes as shortened, compact magister or diplom courses  danger: to focus solely on academic content to the detriment of generic skills and competences such as the development of multilingual skills

5
5 THREE IMPORTANT POINTS ______________________  We must emphasise the importance of applied / practical language studies for both specialist and non-specialist students.

6
6 THREE IMPORTANT POINTS ______________________  We must emphasise the importance of applied / practical language studies for both specialist students and non- secialist students  We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.

7
7 THREE IMPORTANT POINTS ______________________  We must emphasise the importance of applied / practical language studies for both specialist and non-speacialist students.  We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.  We must and can use the introduction of the Bologna structure for the integration of applied / practical language studies into study programmes.

8
8 A DIFFERENT APPROACH AT FUB  thanks to the involvement of the then vice president in a CEL/ELC pilot project => high priority given to language learning in both specialist and non-specialist offerings  various possibilities to combine academic study with language learning  some publicity: ENLU – European Network for the Promotion of Language Learning Among All Undergraduates => Europe-wide consultation

16
16 Description of language modules in core subjects and packages of modules  detailed decription of learning outcomes - definition of exit level in reference to CEFR (for example, B1.2- B2.1) - description of what students are expected to be able to do in the four basic skills at the end of the module – descriptors drawn from CEFR and from CEL/ELC ELP  identification of entry level in reference to CEFR  description of content in terms of development of skills and skill- specific strategies, expansion of lexis and grammar, and development of strategies for independent and co-operative learning  forms of assessment (unseen paper, oral exam, and small tasks)

19
19 Language modules in the general preparation for employability strand  definition of entry and exit levels in reference to CEFR  less detailed description of can dos and content  Article 3 (3) of course regulations: “The learning outcomes of the modules in the modern languages competence area are related to the Council of Europe’s Common European Framework of Reference.”  Appendix 2 of the course regulations: self-assessment grid in German

21
21 Target agreement of February 2004 concluded between the Language Centre and the Präsidium  implementation of the CEFR in all language offerings provided by the Language Centre

22
22 Target agreement of February 2004 concluded between the Language Centre and the Präsidium  implementation of the CEFR in all language offerings provided by the Language Centre  creation of an independent language learning centre (including an espace le français – la France)

23
23 Target agreement of February 2004 concluded between the Language Centre and the Präsidium  implementation of the CEFR in all language offerings provided by the Language Centre  creation of an independent language learning centre (including an espace le français – la France)  creation of a new organisational structure, transferring specific responsibilities to individual members of staff for the target agreement period

24
24 Target agreement of February 2004 concluded between the Language Centre and the Präsidium (cont.)  appointment of an overall co-ordinator for the implementation  appointment of co-ordinators for the various languages  problem: areas without full-time staff  hiring of a new colleague charged with the creation of the independent language learning centre  hiring of a new colleague for the creation of the espace

25
25 BEFORE I HAND OVER TO GABI LEDER, OUR OVERALL CO-ORDINATOR, …. And what about English in the general preparation for employability strand?  in theory students should do at least one content module in their core subject in English  We are going to set up a writing centre!